As the old Chinese proverb states, "Tell me and I may forget, show me and I may remember, involve me and I will understand." Simulations can provide the medium in which educators are able to involve students in dynamic situations. A simulation is a model, usually a computer model, used to replicate a real system, process or environment (Kelton et. al., 2010). They can be effective at promoting inquiry learning where students gain knowledge from building theories and testing their validity (Bravo & Joolingen, 2011).
Experimenting with the real world systems, processes or environments can be limiting because of time constraints, budget constraints, or even safety issues. Using only traditional methods of teaching may not provide students with real world experiences or a change to solve difficult problems themselves. They may not effectively transform knowledge into application or have a full understanding of consequences. Simulations can provide these opportunities and also increase the enjoyment of learning (Chruickshank & Telfer, 1980).
In primary and secondary education, one of the uses of simulations is in science experiments. Instead of conducting a real world experiment, students can use a computer simulation to create the science experiment. Another area of study that can benefit from simulations is social sciences. Simulations in social sciences include the study of economics, historical events, health care, transportation, welfare, town planning, and finance (Cruickshank & Telfer, 1980). In post-secondary education, simulations can be used to teach pilots, nurses, doctors, business students, football players and many more.
Important Findings on Student Outcomes
Bayraktar found that simulations were the most effective use of computers in the learning process (2001). Rutten et. al. found “robust evidence that computer simulation can enhance traditional instruction” (2011, p. 136). He found that all the studies that he reviewed showed a positive result for lessons including simulations as compared to those without. The motivation and attitude were even more positively affected than the testing scores in the studies he had reviewed (2011). Simulations can generate a deeper understanding of the subject and have the largest impact when discovery learning is the educational goal (De Jong & Joolingen, 2011).
However, most researchers agree that simulation complements other teaching methods, rather than replaces them (e.g. Ploetzner, et. al., 2009, Cruickshank & Telfer, 1980, De Jong & Joolingen, 2011, Rutten et. al., 2011). As with most teaching tools, there are limitations on what can be taught with simulations. Cruickshank and Telfer feel that teacher preparation plays an important role in the success of a simulation (1980). Ploetzner et. al. propose that students need to learn how to learn from simulations just as they have learned how to learn from books and lectures.
Emerging Trends and Open Issues
Simulations are becoming more powerful today with the advancement in computer technology. Simulations date back 1,500 years when they began to play chess to simulate war in India (Cruickshank & Telfer, 1980). In modern times, they have been used primarily in social and physical science. An emerging trend is to use computer simulations for science experiments that may not be otherwise performed. Simulations are also used in social and commercial applications of knowledge, such as a peace keeping simulation or a stock market investment simulation.
One obstacle for teachers is finding the correct simulation, if it exists, for the learning objectives. Another is taking the time to learn to use the simulation to be able to support students' learning. I feel as both computer technology advances and the educational direction turns more toward constructivist learning, simulations will play a bigger role in education.
References
Cruickshank, D. R. (1980). Classroom games and simulations. Theory into Practice, 19(1), 75-80.
Kelton, W. D., Sadowski, R., Swets N. (2010). Simulation with Arena (5th ed.) New York, NY:McGraw-Hill Companies, Inc.
Ploetzner, R., Lippitsch, S., Galmbacher, M., Heuer, D., & Scherrer, S. (2008). Students' difficulties in learning from dynamic visualisations and how they may be overcome. COMPUTERS IN HUMAN BEHAVIOR, 25(1), 56-65.
Rutten, N., van Joolingen, W. R., & van der Veen, Jan T. (2012). The learning effects of computer simulations in science education. Computers & Education, 58(1), 136-153.
Sule Bayraktar. (2002). A meta-analysis of the effectiveness of computer-assisted instruction in science education. Journal of Research on Technology in Education, 34 (2), 173-188.
Van Joolingen, W. R., & De Jong, T. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68(2), 179-201.
Van Joolingen, W. R., de Jong, T., & Bravo, C. (2006). Modeling and simulation in inquiry learning: Checking solutions and giving intelligent advice. Simulation, 82(11), 769-784. Reviewed By: (Suofei Lu, Megan Parcell)
Simulation
Brenda CourtadDescription and Uses of Technology
As the old Chinese proverb states, "Tell me and I may forget, show me and I may remember, involve me and I will understand." Simulations can provide the medium in which educators are able to involve students in dynamic situations. A simulation is a model, usually a computer model, used to replicate a real system, process or environment (Kelton et. al., 2010). They can be effective at promoting inquiry learning where students gain knowledge from building theories and testing their validity (Bravo & Joolingen, 2011).Experimenting with the real world systems, processes or environments can be limiting because of time constraints, budget constraints, or even safety issues. Using only traditional methods of teaching may not provide students with real world experiences or a change to solve difficult problems themselves. They may not effectively transform knowledge into application or have a full understanding of consequences. Simulations can provide these opportunities and also increase the enjoyment of learning (Chruickshank & Telfer, 1980).
In primary and secondary education, one of the uses of simulations is in science experiments. Instead of conducting a real world experiment, students can use a computer simulation to create the science experiment. Another area of study that can benefit from simulations is social sciences. Simulations in social sciences include the study of economics, historical events, health care, transportation, welfare, town planning, and finance (Cruickshank & Telfer, 1980). In post-secondary education, simulations can be used to teach pilots, nurses, doctors, business students, football players and many more.
Important Findings on Student Outcomes
Bayraktar found that simulations were the most effective use of computers in the learning process (2001). Rutten et. al. found “robust evidence that computer simulation can enhance traditional instruction” (2011, p. 136). He found that all the studies that he reviewed showed a positive result for lessons including simulations as compared to those without. The motivation and attitude were even more positively affected than the testing scores in the studies he had reviewed (2011). Simulations can generate a deeper understanding of the subject and have the largest impact when discovery learning is the educational goal (De Jong & Joolingen, 2011).However, most researchers agree that simulation complements other teaching methods, rather than replaces them (e.g. Ploetzner, et. al., 2009, Cruickshank & Telfer, 1980, De Jong & Joolingen, 2011, Rutten et. al., 2011). As with most teaching tools, there are limitations on what can be taught with simulations. Cruickshank and Telfer feel that teacher preparation plays an important role in the success of a simulation (1980). Ploetzner et. al. propose that students need to learn how to learn from simulations just as they have learned how to learn from books and lectures.
Emerging Trends and Open Issues
Simulations are becoming more powerful today with the advancement in computer technology. Simulations date back 1,500 years when they began to play chess to simulate war in India (Cruickshank & Telfer, 1980). In modern times, they have been used primarily in social and physical science. An emerging trend is to use computer simulations for science experiments that may not be otherwise performed. Simulations are also used in social and commercial applications of knowledge, such as a peace keeping simulation or a stock market investment simulation.One obstacle for teachers is finding the correct simulation, if it exists, for the learning objectives. Another is taking the time to learn to use the simulation to be able to support students' learning. I feel as both computer technology advances and the educational direction turns more toward constructivist learning, simulations will play a bigger role in education.
References
Cruickshank, D. R. (1980). Classroom games and simulations. Theory into Practice, 19(1), 75-80.
Kelton, W. D., Sadowski, R., Swets N. (2010). Simulation with Arena (5th ed.) New York, NY:McGraw-Hill Companies, Inc.
Ploetzner, R., Lippitsch, S., Galmbacher, M., Heuer, D., & Scherrer, S. (2008). Students' difficulties in learning from dynamic visualisations and how they may be overcome. COMPUTERS IN HUMAN BEHAVIOR, 25(1), 56-65.
Rutten, N., van Joolingen, W. R., & van der Veen, Jan T. (2012). The learning effects of computer simulations in science education. Computers & Education, 58(1), 136-153.
Sule Bayraktar. (2002). A meta-analysis of the effectiveness of computer-assisted instruction in science education. Journal of Research on Technology in Education, 34 (2), 173-188.
Van Joolingen, W. R., & De Jong, T. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68(2), 179-201.
Van Joolingen, W. R., de Jong, T., & Bravo, C. (2006). Modeling and simulation in inquiry learning: Checking solutions and giving intelligent advice. Simulation, 82(11), 769-784.
Reviewed By: (Suofei Lu, Megan Parcell)